SENATE AGENDA Dec 1, 2020 SDSU Senate Agenda Dec 1, 2020 Online via Zoom 2:00 to 4:30 pm 1. Call to Order, Land Acknowledgement, and Principles of Shared Governance: Land Acknowledgement We stand upon a land that carries the footsteps of millennia of Kumeyaay people. They are a people whose traditional lifeways inter twine with a worldview of earth and sky in a community of living beings. This land is part of a relationship that has nourished, healed, protected and embraced the Kumeyaay people to the present day. It is part of a world view founded in the harmony of the cycles of the sky and balance in the forces of life. For the Kumeyaay, red and black represent the balance of those forces that provide for harmony within our bodies as well as the world around us. As students, faculty, staff and alumni of San Diego State University we acknowledge this legacy from the Kumeyaay. We promote this balance in life as we pursue our goals of knowledge and understanding. We find inspiration in the Kumeyaay spirit to open our minds and hearts. It is the legacy of the red and black. It is the land of the Kumeyaay. Eyay e’Hunn My heart is good. Michael Miskwish – Kumeyaay Principles of Shared Governance: Trust is recognized as a fundamental ingredient that is essential for effective shared governance. Without trust, the practices of partnership, inclusion, open communication, ownership, and accountability are likely to break down. SDSU community members have identified three key principles for shared governance at SDSU that all rely on the fundamental ingredient of TRUST: Respect, Communication, Responsibility. 2. Approval of Agenda (Preciado) 3. Officers Report 3.1. Referrals Chart (Butler-Byrd).......................................................................................3
Transcript
SENATE AGENDA Dec 1, 2020
SDSU Senate Agenda
Dec 1, 2020 Online via Zoom 2:00 to 4:30 pm
1. Call to Order, Land Acknowledgement, and Principles of Shared Governance: Land Acknowledgement We stand upon a land that carries the footsteps of millennia of Kumeyaay people. They are a people whose traditional lifeways inter twine with a worldview of earth and sky in a community of living beings. This land is part of a relationship that has nourished, healed, protected and embraced the Kumeyaay people to the present day. It is part of a world view founded in the harmony of the cycles of the sky and balance in the forces of life. For the Kumeyaay, red and black represent the balance of those forces that provide for harmony within our bodies as well as the world around us. As students, faculty, staff and alumni of San Diego State University we acknowledge this legacy from the Kumeyaay. We promote this balance in life as we pursue our goals of knowledge and understanding. We find inspiration in the Kumeyaay spirit to open our minds and hearts. It is the legacy of the red and black. It is the land of the Kumeyaay. Eyay e’Hunn My heart is good. Michael Miskwish – Kumeyaay Principles of Shared Governance: Trust is recognized as a fundamental ingredient that is essential for effective shared governance. Without trust, the practices of partnership, inclusion, open communication, ownership, and accountability are likely to break down. SDSU community members have identified three key principles for shared governance at SDSU that all rely on the fundamental ingredient of TRUST: Respect, Communication, Responsibility.
3.3. Senate Minutes Oct. 6th, 2020 (Preciado) LINK to Minutes
4. Academic Affairs Report
4.1. President (de la Torre)
4.2. Provost’s Report (Ochoa)
4.3. Research and Innovation Update (Madanat)
5. Senate Actions (Weston)
5.1. Graduate Council (Gill, Balsdon) Time Certain 3:30pm…………………………20 a. Mirrored grad programs in Master’s of Public Health - Epidemiology (⅔ vote).20 b. Mirrored grad programs in Master’s of Social Work (⅔ vote)..............................27
5.2. Proposed Emergency Change to SPRING 2021 Academic Calendar (Joanna Brooks, Eyal Oren) Time Certain 3:15pm………………………………………………….35
5.3. Diversity, Equity and Inclusion Committee- Policy File Update- Department Diversity Councils (Gloria Rhodes)............................................................................................44
6.2. Graduate Council (Gill) Time Certain 3:30pm a. 2021-2022 Graduate Bulletin................................................................................49 b. 2021-2022 General Catalog and Graduate Bulletin.............................................58
6.3 University Relations and Development (Adrienne Vargas).......................................62 6.4 Zoom hold & Duo rollout (VP Sheehan) Time Certain 3:45pm
1. With the goal of the 2020-21 academic year, and
no later than the 2021-22 academic year, SDSU
shall require, as a new undergraduate graduation
requirement (distinct from the existing GE Diversity
Requirement), the completion of, at minimum, one
three-unit course in Ethnic Studies. The university
shall not increase the number of units required to
graduate from the university with a baccalaureate
degree by the enforcement
of this requirement.
2. In order to minimize the impacts on current
curricula and graduation requirements, this three-
unit Ethnic Studies requirement can:
a. Be fulfilled through a lower division class in
Africana Studies, American Indian Studies,
Chicano/a Studies, or Asian American Studies
(within the Center for Asian and Pacific Studies),
except lower division Ethnic Studies classes that
also fulfill the Oral and Written Communications
Requirements for General Education. Students can
satisfy the Ethnic
Studies requirement through Ethnic Studies classes
that also satisfy the
American Institutions or Area E requirement.
OR
b. Be fulfilled by taking an upper division class in
Africana Studies, American Indian Studies,
Chicano/a Studies, or Asian American Studies
(within the Center for Asian and Pacific Studies).
Upper Division classes
taken for Ethnic Studies Requirement can also
satisfy upper division GE Explorations in Social and
Academic
Policy &
Planning
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Behavioral Sciences or Humanities if the class
already meets this requirement.
i. Classes from Africana Studies, American Indian
Studies, Chicano/a Studies, and Asian American
Studies (within the Center for Asian and Pacific
Studies) that currently meet the GE Diversity
Requirement will no longer do so and instead will
count for the
Ethnic Studies Requirement.
3. Other specifics of the Ethnic Studies Requirement
will be determined after
seeking guidance from the Ethnic Studies
departments (including the Center
for Asian and Pacific Studies). Such guidance, to be
received by December 31,
2019, shall include reflections on:
a. The Ethnic Studies Task Force Report and other
relevant updates and
reports, as well as campus context, “What is to be
included as Learning
Outcomes specific to Ethnic Studies as derived from
current best
practices in the field of Ethnic Studies?”
b. What best practices should be encouraged for
SDSU to adopt in their
course evaluation and approval processes for
meeting the Ethnic Studies
outcome requirements in order to maximize
consistency and integrity of
the requirement.
c. Given learning outcomes, will all courses in
Ethnic Studies (with the
exception of those already excluded) be included as
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part of the
requirement?
4. This graduation requirement shall not apply to a
post baccalaureate student
who is enrolled in a baccalaureate degree program at
the university, if the
student has satisfied either of the following:
a. The student has earned a baccalaureate degree
from an institution
accredited by a regional accrediting agency.
b. The student has completed an Ethnic Studies
course at a postsecondary
educational institution accredited by a regional
accrediting agency.
5. Beginning with the 2020-21 academic year,
SDSU takes the steps to grow the
appropriate administrative support for the expansion
of Ethnic Studies to be
able to adequately support the new undergraduate
requirement, to include but
not be limited to:
a. Growing Asian American Studies, including a
Filipino American Studies
program at SDSU in collaboration with Asian
American faculty, students,
staff, and community and the Center for Asian and
Pacific Studies.
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3/2020
4/ 2020
19/20_36 SDSU University
Senate
Resolution:
General
Education Area
B, D, and E
Waiver for
Engineering
SDSU University Senate Resolution: General
Education Area B Waiver for Engineering
University Policies>Academics>General
Education>Waivers for Engineering
1. Engineering majors are exempt from completing a 3-unit course in the “Explorations in Social and Behavioral Sciences” area (CSU GE Area D explorations). 2. Engineering majors are exempt from completing a 3-unit course in the “Lifelong Learning and Self-Development” area (CSU GE Area E).
Undergraduate
Curriculum
Committee
/General
Education
SubCommittee
need to review
03/2020 19/20_37 SDSU University
Senate Resolution
to Establish an
Official Campus
Policy to Fly the
Kumeyaay
Nations Flag on
the SDSU
Campus
Policy File>Policies/Facilities> Kumeyaay Nations
Flag The San Diego State University Senate and the
San Diego State University Administration shall
adopt as an explicit and binding University Policy
that the Kumeyaay Nations flag be raised, lowered,
and appropriately respected on the SDSU campus.
Campus
Development
Committee
05/2020 Senate 19/20_39 Motion to
Approve New
Policy File
Language for
Membership on
DEI
Add Kumyaay rep to DEI Committee
05/2020 Expanded
SEC
19/20_40 Request for
change to Policy
File to add
lecturer(s) (and
Research and recommendations regarding adding
lecture(s) (and staff) reps to the Expanded SEC.
Constitution
and Bylaws
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staff?) on the
Expanded SEC
06/2020 Senate
Chair
Weston
20/21_1 Policy on hateful
rhetoric the use of
shared SDSU
digital resources.
In Policy File sections relevant to Freedom of
Expression there is great consideration given to
delineating the time, place, and manner of campus
speech, with care to ensure that free speech does not
inappropriately disrupt the ability of students to
study and faculty to conduct their teaching and
research. However, this language has not been
updated since the advent of the digital and online,
which has provided an unprecedented level of
communicative access for colleagues that students,
faculty and staff cannot "opt out of". Specifically,
sharing hateful rhetoric that opposes campus values
of diversity and inclusion.
Freedom of
Expression
Committee,
Academic
Policy &
Planning
07/2020 Senate
Chair
Weston
20/21_2 3.2 Policy on
Professional
Growth regarding
RTP (journal
metrics verus
journal impact
factor)
Research and examine RTP policy regarding journal
metrics verus journal impact factors)
Faculty Affairs
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07/2020 Senate
Chair
Weston
20/21_3 Student
Attendence
Policy
President de la Torre asked Wil Weston to look at
the Student Attendance Policy to ensure it offers us
protection in case of a Department of Education
audit. Specifically, the university must be able to
prove students receiving federal funds (e.g., Pell
Grants) actually attended the university during the
first two weeks of a semester, or the university risks
having to pay back potentially large sums of money
to the Department of Education.
This happened at UC Davis while President de la
Torre worked there, and they did end up having to
pay the Department of Education a large sum.
How does SDSU currently account for students
attending each semester (e.g., census, ASIR data)?
Does our current Student Attendance Policy
combined with our data programs (e.g., census)
provide enough data to protect us in case of such an
Master’s of Public Health – Epidemiology 5.1 (a) The College of Health & Human Services’ School of Public Health requests approval to implement a self-support counterpart to an existing state-supported degree. A new instance of the Master of Public Health, Concentration in Epidemiology will be established and offered through SDSU Global Campus. The proposed advisor for this new offering is Dr. Eyal Oren. The program sponsor (coordinating logistical and hiring decisions with Global Campus) will be Dr. Jennifer Munday.
With expected labor market growth in this area above average at 12-15% growth over the next 10 years, this hybrid program is designed to meet the increasing demand for public health professionals. It will be an intensive, hybrid Master’s program running year-round. The new instance will serve a student population that cannot participate in the existing program due to the modes of instruction, class times and/or total program length.
This self-support offering meets all degree requirements for the existing state-support program, and no substantive changes are needed to the Graduate Bulletin. Although there will be only one Graduate Bulletin entry for this Master’s degree, the state-supported and self-supported instances will have different SIMS major codes. The new instance meets all requirements of Executive Order 1099 for self-support programs. Students in the state- and self-supported instances of this Master’s degree will not register for courses from the alternative version. Registration exceptions will be very rare, and subject to approval by Graduate Studies.
This proposal has been approved by Drs. Oren and Munday, Dr. Hala Madanat (former Director of the School of Public Health), and HHS Dean Hooker. Graduate Council has reviewed and approved the academic components.
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Request to Implement a Self-Support Counterpart of a Previously Approved State-Support Program
(Executive Order 1099, Article 11.1.2.3) We request approval to implement a self-support counterpart of a previously approved, state- support Master of Public Health, Concentration in Epidemiology which is an existing degree.
Specification of the Program’s Qualifications to Operate on a Self-Support Basis (Executive Order 1099, Article 5.1 and 5.2)
The hybrid Master of Public Health, Concentration in Epidemiology, an intensive master’s program, would run year-round and satisfies Article 5.1 and Article 5.2, paragraphs a., b., and c.
Article 5.1
a. Article 5.1.1 CSU operating funds are unavailable or inappropriate during Summer Sessions or Intersessions between college terms.
b. Article 5.1.2 Students will be charged the full cost of instruction and any applicable campus-based fees for extended education programs.
c. Article 5.1.3 Students will not be charged the nonresident tuition fee in addition to the extended education fees.
Article 5.2
a. Article 5.2.a A large portion of the potential students are working adults.
b. Article 5.2.b The program is not located on permanent, state-support campus facilities.
c. Article 5.2.c The program curriculum is delivered online with a field placement component that will be in-person.
Confirmation that the Existing State-Support Offering is not being Supplanted (Executive Order 1099. Article 6.1)
Article 6.1 Supplanting
a. Article 6.1.1 Self-supporting special sessions will not supplant regular course offerings available on a non-self-supporting basis during the regular academic year. The fully-online didactic courses for the
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self-support program will be promoted to students who, because of work schedule, geographic location, or other reasons cannot attend primarily face-to-face instruction and therefore need hybrid instruction.
b. Article 6.1.2 State-supported matriculated students will not be required to enroll in self-support courses in order to fulfill the graduation requirements of a state-supported degree program.
The self-support Master of Public Health, Concentration in Epidemiology is a cohort-based graduate program. For students admitted to the self-support program, the use of an hybrid modality facilitates program completion in two years and at a pace that meets the needs of working adults. All online lecture-based courses in the program use a standardized template and are modularized so that they can be completed successfully in eight weeks. The field internship courses that require a 15-week face to face commitment will be offered on the basis of 15-week terms instead of eight weeks. The majority of the coursework offered will be online, with the critical field placement portion face-to-face, resulting in this hybrid model.
All students must meet the general requirements for advancement to candidacy, satisfactorily pass a faculty evaluation of the progress that they are making in their graduate course of study, complete the core courses (Public Health 601, 602, 603, 604), have a grade point average of at least 3.0 and no grade less than a B– in each core course completed, and have completed at least 12 semester units of approved public health coursework. In addition, the student must be recommended for advancement to candidacy by the faculty of the School of Public Health.
In addition to meeting the requirements for classified graduate standing and the basic requirements for the master’s degree the student must complete an officially approved course of study of not less than 51 units including: Public Health 601, 602, 603, 604, and 605, a minimum of 21 units of graduate courses in Epidemiology, complete a minimum of three and a maximum of 12 units of supervised field placement, and electives selected with the approval of the graduate adviser. In addition, Public Health 797, Research, Public Health 798, Special Study, or Public Health 799A, Thesis, must be included in the program as a capstone experience. The Epidemiology concentration requires three units of field placement for the Master of Public Health degree. Up to nine units of graduate credit may be accepted in transfer, with the approval of the graduate adviser. In special circumstances, the graduate adviser may approve one course not on the list of prescribed electives. The substitution must be approved prior to enrollment in the course.
Rationale for Program and New Support Mode The purpose of this Master of Public Health, Concentration in Epidemiology program would be targeting a different audience; namely those with at least three years of work experience, who are currently working in the field, need a Master of Public Health, Concentration in Epidemiology to
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advance in their careers, and are unable to attend our face to face programs. In addition, a letter of commitment from their employer will be requested to ensure the employer is committed to providing some flexibility for the student to participate in the program and maybe assist with the student’s capstone. The program will be run by the School of Public Health, internships will be obtained either through the student’s current employer or another site of the program director’s recommendation, and will be taught by a mix of lecturers and tenure track faculty. Director Nick Macchione, representing our main partner agency, County of San Diego’s Health and Human Services Agency, has indicated his support and believes many of his staff would be great candidates for the program.
Detailed Cost-Recovery Budget Detailed five-year cost-recovery budget attached. The following are estimated student costs of the self-support program:
● Fees per unit - $562 ● Total cost to complete the program
o 51 Units - $28,662
Anticipated Enrollment and Demand Anticipated enrollment from the first admission cycle of the self-support program is up to 30 students with an expected minimum enrollment of 22 students, based on a 14% attrition rate.
There were nearly 228,000 employed nationwide in careers requiring this degree and over 27,000 job listings nationally last year. Anticipated job growth over the next 10 years for related jobs requiring this degree is 12-15%, much higher than the baseline average of 7-8%, with data- driven occupations ranking higher than medical or clinical occupations in this market. Salaries average at $60K which is higher than the national average of $47K, in a range of $45K to $108K.
2019 research shows high search demand for hybrid master’s of public health and/or epidemiology degrees, showing from 1000 to 18,100 monthly searches for associated keywords.
Marketing and promotion of the program will be handled by Global Campus and the College of Health and Human Services marketing staff.
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Campus Commitment to Provide Adequate Faculty Resources Faculty who teach state-supported courses in the Master of Public Health, Concentration in Epidemiology have been contacted regarding their willingness to participate in the design and delivery of hybrid equivalents to their current face-to-face courses in accord with the Quality Online Learning and Teaching (QOLT) instrument developed by the CSU. The level of faculty interest is very high. They are excited by the prospect of teaching working adults in a hybrid format. The School of Public Health has more than sufficient capacity to provide the necessary teaching on an overload basis. Because this is a regular degree program, it will be carefully examined by the Council on Education for Public Health (CEPH). The program will be accredited by implementation and remains so until the next scheduled accreditation review. When reviewed, it will be subject to the same accreditation criteria (i.e., faculty, curricula, student qualifications) as the on-campus programs.
There are no variances in curriculum between the existing approved face-to-face and the proposed hybrid program. However, electives will be selected by the department to be offered online as part of this program and may not include the entire list of electives offered in the face to face campus program.
Anticipated Impact on the Existing State-Supported Program There is no anticipated impact on state-support regular course offerings because of the self- support program. The hybrid delivery modality, format, and target audience (working adults) differentiates this program from the state-side, face-to-face program.
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Appendix A Master of Public Health, Concentration in Epidemiology Minimum of 51 units required Approved Face-To-Face Program Hybrid Master’s Program Required Core Courses for the Major (15 units)
● PH 604 Environmental Determinants of Human Health (3)
● PH 605 Health Services Administration (3)
Courses required for the Epidemiology concentration: (21 units required)
● PH 620 SAS for Biostatistics I (3)
● PH 621 Epidemiology of Infectious Diseases (3)
● PH 622 Epidemiology of Chronic Diseases (3)
● PH 623 Epidemiological Methods (3)
● PH 627 Advanced Statistical Methods in Public Health (3)
● PH 629 SAS for Biostatistics II (3)
● PH 650R Field Practice: Required Community Practice (3) Cr/NC
● PH 620 SAS for Biostatistics I (3)
● PH 621 Epidemiology of Infectious Diseases (3)
● PH 622 Epidemiology of Chronic Diseases (3)
● PH 623 Epidemiological Methods (3)
● PH 627 Advanced Statistical Methods in Public Health (3)
● PH 629 SAS for Biostatistics II (3)
● PH 650R Field Practice: Required Community Practice (3) Cr/NC
Prescribed Electives (minimum of 6 units)
● PH 625 Control of Infectious
Diseases (3) ● PH 626 International Health
Epidemiology Practicum (3) ● PH 628 Applications of
Multivariate Statistics in Public Health (3)
● PH 649 Border and Global Public Health Surveillance (3)
● PH 700A Seminar in Public Health: Epidemiology (3)
(courses below will be offered in this hybrid program; additional electives may be added to this hybrid program at a later date)
● PH 625 Control of Infectious
Diseases (3) ● PH 649 Border and Global
Public Health Surveillance (3)
● PH 700A Seminar in Public Health: Epidemiology (3)
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● PH 724 Advanced Methods in Epidemiology (3)
● PH 725 Scientific Writing for Epidemiology (3)
● PH 726 HIV/AIDS Epidemiology (3)
● PH 728 Applied Data Analysis (3)
● PH 823 Case-Control Studies (3)
● PH 824 Cohort Studies (3)
Electives: (Up to 6 units)
Up to 6 units selected from the graduate bulletin with approval of concentration faculty from any face to face graduate level public health course.
Up to 6 units selected with approval of concentration faculty from any Global Campus online graduate level public health course.
Capstone or Thesis Experience (3 units)
● PH 797 Research (3) ● PH 798 Special Study (3)
Cr/NC ● PH 799A Thesis (3) Cr/NC
● PH 798 Special Study (3) Cr/NC
● PH 799A Thesis (3) Cr/NC
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Master’s of Social Work 5.1(b)
The College of Health & Human Services’ School of Social Work requests approval to implement a self-support counterpart to an existing state-supported degree. A new instance of the Master of Social Work will be established and offered through SDSU Global Campus. The proposed advisor for this new offering is Dr. Jong-Won Min. The program sponsor (coordinating logistical and hiring decisions with Global Campus) will be Dr. Annie Keeney.
With expected labor market growth in this area above average at 16% growth over the next 10 years, this hybrid program is designed to meet the increasing demand for social work professionals. It will be an intensive, hybrid Master’s program running year-round. The new instance will serve a student population that cannot participate in the existing program due to the modes of instruction, class times and/or total program length.
This self-support offering meets all degree requirements for the existing state-support program, and no substantive changes are needed to the Graduate Bulletin. Although there will be only one Graduate Bulletin entry for this Master’s degree, the state-supported and self-supported instances will have different SIMS major codes. The new instance meets all requirements of Executive Order 1099 for self-support programs. Students in the state- and self-supported instances of this Master’s degree will not register for courses from the alternative version. Registration exceptions will be very rare, and subject to approval by Graduate Studies.
This proposal has been approved by Drs. Jong-Won Min and Annie Keeney, and HHS Dean Hooker. Graduate Council has reviewed and approved the academic components.
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Request to Implement a Self-Support Counterpart of a Previously Approved State-Support Program
(Executive Order 1099, Article 11.1.2.3)
We request approval to implement a self-support counterpart of a previously approved, state- support Master of Social Work (MSW) degree, which is an existing major.
Specification of the Program’s Qualifications to Operate on a Self-Support Basis (Executive Order 1099, Article 5.1 and 5.2)
The Master of Social Work is a hybrid, intensive master’s degree program that would run year- round and satisfies Article 5.1 and Article 5.2 paragraphs a., b., and c.
Article 5.1
a. Article 5.1.1 CSU operating Funds are unavailable or inappropriate during Summer Sessions or Intersessions between college terms.
b. Article 5.1.2 Students will be charged the full cost of instruction and any applicable campus-based fees for extended education programs.
c. Article 5.1.3 Students will not be charged the nonresident tuition fee in addition to extended education fees.
Article 5.2
a. Article 5.2.a A large portion of the potential students are working adults.
b. Article 5.2.b The program is not located on permanent, state-supported campus facilities.
c. Article 5.2.c The program curriculum is delivered online with a field placement component that will be in-person.
Confirmation that the Existing State-Support Offering is not being Supplanted (Executive Order 1099. Article 6.1
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Article 6.1 Supplanting
a. Article 6.1.1 Self-supporting special sessions will not supplant regular course offerings available on a non-self-supporting basis during the regular academic year. The fully-online didactic courses for the self-support program will be promoted to students who, because of work schedule, geographic location, or other reasons cannot attend primarily face-to-face instruction and therefore need hybrid instruction.
b. Article 6.1.2 State-supported matriculated students will not be required to enroll in self-support courses in order to fulfill the graduation requirements of a state-supported degree program.
The self-support MSW is a cohort-based graduate program. For students admitted to the self- support program, the use of a hybrid modality facilitates program completion in as few as 2 years and at a pace that meets the needs of working adults. All online lecture-based courses in the program use a standardized template and are modularized so that they can be completed successfully in eight weeks. The field internship courses that require a 15-week face to face commitment will be offered on the basis of 15-week terms instead of eight weeks. The majority of the coursework offered will be online, with the critical field placement portion face-to-face, resulting in this hybrid model.
The hybrid MSW program will focus on the Direct Practice focus area. In the Direct Practice focus area, focus is on interpersonal relationships and social functioning with emphasis on appropriate intervention methods used primarily with individuals, families, and groups. Emphasis is placed on a problem-solving framework that utilizes assessment/diagnosis, intervention/treatment and evaluative skills.
In addition to the methods focus of the program of study, the curriculum provides students the opportunity to develop knowledge and skills in a specialized field of service while meeting their advanced human behavior, advanced social policy, advanced field practicum, and elective requirements. Students, with guidance from the graduate adviser and a faculty member serving as a professional mentor, select coursework that address their specific educational and career goals. Based on the current strengths of the school’s faculty, students can use their coursework and their field practicum to develop specialized knowledge in the areas of child welfare, family services, mental health, aging, substance abuse, and health. In addition, students may use thesis research to extend their knowledge in one of these areas.
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The program would qualify students to apply for the Licensed Clinical Social Worker (LCSW) certification process by the Board of Behavioral Science Examiners of the State of California. This degree must be completed within seven consecutive calendar years after initial registration.
Rationale for Program and New Support Mode
This program is designed to meet the needs of students who want a hybrid degree option. This group includes working adults whose work hours preclude attendance of primarily face-to-face classes on campus, working adults who would prefer to attend a hybrid program, and other interested students who prefer to study in a hybrid modality.
Initial interest in this program was expressed by social work undergraduate alumni and human/social service professionals in the community who were extremely positive about having a hybrid Social Work graduate degree program to enhance their knowledge and skills, and in turn, improve the quality of service delivery to clients and populations in need. Because an MSW degree is so popular among the target student groups that will be served by this program, even community agencies with entry-level social workers are particularly supportive of this opportunity for their employees, and other working adults to get this degree. This program has been presented to the School of Social Work faculty who expressed strong support for this program.
The purpose of this MSW program would be targeting a different audience; namely those with at least one year of work experience, who are currently working in the field, need an MSW to advance in their careers, and are unable to attend our solely face-to-face programs. The program will be run by the School of Social Work.
Detailed Cost-Recovery Budget
Detailed five-year cost-recovery budget attached. The following are estimated student costs of the self-support program:
● Fees per unit - $799 ● Total cost to complete the program
− 60 units - $47,940
Anticipated Enrollment and Demand
Anticipated enrollment from the first admission cycle of the self-support program is up to 30 students with an expected minimum enrollment of 22 students, based on a 14% attrition rate.
There were over 4.2 million people employed nationwide in careers requiring this degree and over 176,000 job listings nationally last year, a strong market for new graduates to find employment in this high demand and high growth career field. Anticipated job growth over the next 10 years for related jobs requiring this degree is 16%, much higher than the baseline
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average of 7-8%. Salaries average at $52K which is higher than the national average of $47K, in a range of $34K to $79K.
2019 research shows high search demand for online master’s of social work degrees, showing from 1,000 to 12,100 monthly searches for associated keywords.
Marketing and promotion of the program will be handled by Global Campus and the College of Health and Human Services marketing staff.
Campus Commitment to Provide Adequate Faculty Resources
Faculty who teach state-supported courses in the School of Social Work have been contacted regarding their willingness to participate in the design and delivery of hybrid equivalents to their current face-to-face courses in accord with the Quality Online Learning and Teaching (QOLT) instrument developed by the CSU. The level of faculty interest is very high. They have demonstrated their commitment to teaching working adults in a hybrid format. The academic department is excited about supporting this program by ensuring all instruction is staffed with qualified faculty. Because this is a regular degree program, it will be carefully examined by the Council on Social Work Education (CSWE).
There are no variances in curriculum between the existing approved face-to-face and the proposed hybrid programs. However, some electives which are solely face-to-face will not be available in the hybrid format for this degree (see Appendix A).
Anticipated Impact on the Existing State-Supported Program
There is no anticipated impact on state-support regular course offerings because of the self- support program. The hybrid delivery modality, format, accelerated scheduling and target audience (working adults) differentiates this program from the state-side face-to-face program.
Appendix A
Standard 60 Unit Master of Social Work Program in the Direct Practice Social Work Methods Focus Area
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Approved Face-To-Face Program Hybrid Program generalist/ foundation bridge courses (28 units)
SWORK 601 Seminar in Social Welfare Policy and Services (3)
SWORK 619 Human Behavior in the Social Environment (3)
SWORK 601 Seminar in Social Welfare Policy and Services (3)
SWORK 619 Human Behavior in the Social Environment (3)
SWORK 620A Seminar in Human Behavior and Social Environment (3)
SWORK 620A Seminar in Human Behavior and Social Environment (3)
SWORK 630 Social Work Practice: A Generalist Perspective (3)
SWORK 630 Social Work Practice: A Generalist Perspective (3)
SWORK 631 Social Work Practice: Individuals, Families, and Groups (3)
SWORK 631 Social Work Practice: Individuals, Families, and Groups (3)
SWORK 632 Social Work and Gerontology: Organizations and Communities (3)
SWORK 632 Social Work and Gerontology: Organizations and Communities (3)
SWORK 650 Field Practicum (3-8) SWORK 650 Field Practicum (7)
SWORK 690/GERO 690 Seminar in Research Methods for Social Work and Gerontology (3)
SWORK 690 Seminar in Research Methods for Social Work and Gerontology (3)
computer SWORK 610 Computer Application in SWORK 610 Computer Application in applications Practice for Social Work and Gerontology Practice for Social Work and Gerontology for social (3) (3) work (3 units)
29 units of advanced study, to include:
advanced social policy (3 units)
SWORK 702 Seminar in Selected Social Welfare Policy and Services (3)
SWORK 702 Seminar in Selected Social Welfare Policy and Services (3)
advanced human behavior (0-3 units)
SWORK 720 Seminar in Selected Topics in Human Behavior and Social Environment (3)
SWORK 720 Seminar in Selected Topics in Human Behavior and Social Environment (3)
advanced research methods (3 units)
SWORK 791 Applied Social Work Practice Research Seminar (3)
or
SWORK 791 Applied Social Work Practice Research Seminar (3)
or
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SWORK 797 Research (3) SWORK 797 Research (3)
social work electives (6-9 units)
SWORK 758 Seminar in Social Work and Selected Fields of Practice (3)
SWORK 780 Seminar in Social Work and Selected Populations-at-Risk (3)
SWORK 781 Seminar on Selected Populations-at-Risk (3)
SWORK 798 Special Study (1-3)
SWORK 799A Thesis (3)
Students will select from the following:* SWORK 758 Seminar in Social Work and Selected Fields of Practice (3)
OR SWORK 780 Seminar in Social Work and Selected Populations-at-Risk (3)
OR SWORK 799A Thesis (3)
*Course offerings where there is an “or” option will be determined by the department chair and Global Campus each semester.
Direct Practice focus area (14 units)
SWORK 739 Advanced Seminar in Social Work Practice with Families (3)
SWORK 744 Advanced Seminar in Selected Topics in Direct Practice Social Work (3)
SWORK 750 Advanced Field Practicum: Direct Practice Social Work (4) (Taken twice)
SWORK 739 Advanced Seminar in Social Work Practice with Families (3)
SWORK 744 Advanced Seminar in Selected Topics in Direct Practice Social Work (3)
SWORK 750 Advanced Field Practicum: Direct Practice Social Work (4) (Taken twice)
In addition to the above courses, students must complete either a Thesis (Plan A) or a comprehensive examination (Plan B). Students completing Plan A may count Social Work 799A as three units of elective.
At least 30 units of the program must be completed in residence at San Diego State University. A maximum of six units is transferable from another accredited graduate program in social work.
Six units of elective credit may be taken from other schools or departments within the university with the consent of the graduate adviser. See student handbook for specific elective policies. To receive the degree, students must earn a 3.0 (B) grade point average in academic courses and demonstrate professional competence for required practicum (Cr for all semesters).
The National Association of Social Workers (NASW) Code of Ethics represents the professional standards of the MSW program. The NASW Code of Ethics is available in the student handbook. All students are expected to know and adhere to its principles of professional conduct. Students
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who knowingly or unknowingly violate any part of the ethical code may be dismissed from the program without further qualification regardless of coursework, research, or other academic achievement.
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PROPOSED EMERGENCY CHANGE TO SPRING 2021 ACADEMIC CALENDAR--3.0 5.2 Date Holiday/Activity Mon, January 18, 2021 Martin Luther King, Jr. Day (Campus closed) Tuesday, January 19, 2021 First day of spring semester Wednesday, January 20, 2021 First Day of Classes Friday, February 12, 2021 Rest and recovery (R&R) day* Monday, March 8, 2021 Rest and recovery (R&R) day Tuesday, March 30, 2021 Rest and recovery (R&R) day Wednesday, March 31, 2021 Cesar Chavez Day (Campus closed) Thursday, April 15, 2021 Rest and recovery (R&R) day Thursday, May 6, 2021 Last day of classes Fri, May 7 -Thurs, May 13, 2021 Final Examinations Thurs, May 13, 2021 Commencement--SDSU IV Fri, May 14 – Sun, May 16, 2021 Commencement – San Diego Campus Fri, May 21, 2021 Last day of spring semester, grades due from
instructors (11 pm Deadline) *Rest and recovery day: No instruction, no assignments, no deadlines or due dates, no examinations, no office hours, no meetings or committee obligations. AVPFASS--11/17/20
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Dear Colleagues of the University Senate, We, the San Diego State University School of Public Health Student Council, agree that it is necessary to suspend the traditional spring break this year. With the COVID-19 pandemic changing on a daily basis, it is imperative that the school takes action to protect the students, staff, faculty, and the general public. As student leaders in public health, we believe that a traditional week-long break could be detrimental to the health of our campus community. Research has shown that the initial outbreak at SDSU was caused by multiple strains brought in from outside the San Diego area. We also understand that another outbreak would place immense stress on the community, mentally and financially. We, as students, understand the importance of mental health and its fragility. With this in mind, we still believe that an alternative spring break option is the safest path for us during the COVID-19 pandemic. Policy makers across the United States are promoting policies based on current mental health research. This research has shown that providing students with intermittent breaks is essential for reducing stress and maintaining mental health. Additionally, a traditional spring break is likely to cause a substantial increase in COVID-19 cases, resulting in a rise in stress and anxiety after the break ends. Therefore, we believe that an alternative spring break will help prevent this increase in anxiety while also slowing the spread of COVID-19. We, the School of Public Health Student Council, fully support the proposed alternative spring break. We know that it is in the best interest of the entire SDSU community - students, staff, faculty, and families. Respectfully, Meghan Johnson MPH & MA Student, President of the School of Public Health Student Council Tamren Johnk MPH Student, Vice President of the School of Public Health Student Council
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TO: Senate Executive/Senate 5.3 FROM: Committee on Diversity, Equity and Inclusion DATE: November 17, 2020 RE: Action Items: Proposed Policy File Change Establish Unit-Level Diversity Councils Section: Nondiscrimination and Equal Opportunity Current: 7.0 Diversity Liaisons 7.1 The administrative heads of each college, SDSU Imperial Valley, the Library, Global Campus, Business and Financial Affairs, Student Affairs and Campus Diversity, Information Technology, Research Affairs, and University Advancement in consultation with the Director of the Office of Employee Relations and Compliance shall recommend two Diversity Liaisons to the Chief Diversity Officer. Nominees for these positions shall be from among tenured faculty and permanent staff. 7.2 The Diversity Liaisons
a) shall serve as liaison between the Chief Diversity Officer and the unit diversity councils as well as other members of the units,
b) shall offer informal advice and counseling to their peers regarding diversity and discrimination, c) shall direct concerned students and employees to the Office of Employee Relations and Compliance, to the Chief
Diversity Officer, or to the Center for Student Rights and Responsibility, and d) shall report to the Chief Diversity Officer on existing and new diversity initiatives within their respective units.
7.3 The Chief Diversity Officer, in consultation with the Office of Employee Relations and Compliance shall hold regular meetings of the Diversity Liaisons to respond to their concerns, to discuss diversity initiatives, and to inform them of recent developments in policy and law. Add: 8.0 Diversity Councils 8.1 To ensure effective shared governance, transparency and broad sharing of relevant information from all voices regarding diversity, inclusion and equity, each college, SDSU Imperial Valley, the Library, Global Campus, Business and Financial Affairs, Student Affairs and Campus Diversity, Information Technology, Research Affairs, and University Advancement shall establish a standing Diversity Council. 8.2 The Diversity Councils
a) shall review, advise, and provide feedback to the unit’s leadership regarding matters related to students, staff and faculty diversity, equity, and inclusion;
b) shall provide guidance and support for the development, implementation and on-going assessment of unit diversity plans;
c) may be involved in coordinating DEI initiatives within and across units and contributing to campus DEI initiatives. 8.3 Each unit shall establish a process for ensuring that the composition of the Diversity Council includes broad representation of the unit’s employees and, as appropriate, students.
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Date: 6 November 2020 5.4 To: SEC / Senate From: Undergraduate Council (Joanna Brooks) Subject: Action: Writing Placement Assessment (WPA) waiver for Covid-19 impacted semesters
Rationale: In Spring 2020, the Senate voted to relieve students of the requirement to take the Writing Proficiency Exam to guide their fulfillment of the GWAR, out of concern for the public health ramifications of testing center use. Since that time, the testing center has evolved capacity to provide examinations on-line, and after careful collaborative consideration of the best way to support students in meeting the GWAR, the Undergraduate Council now provides this item for review and approval by the SEC. Beginning spring 2021 semester, for the duration of COVID-impacted semesters, SDSU will suspend the required WPA. To satisfy the GWAR students will
1. enroll directly in one of the approved UD GWAR courses and earn C or better to satisfy the GWAR OR
2. attempt the WPA exam and follow the placement requirements by enrolling in any required course (or courses). (For information on requirements and placements, see https://wpa.sdsu.edu)
TO: Senate 5.5 FROM: David Marx, Chair, Committee on Committees and Elections DATE: December 1, 2020 RE: Action Item Action Item 1: The Committee on Committees and Elections moves to appoint the following 2 faculty members as representatives to the committees noted below. All terms are for 3 years unless otherwise noted. Faculty Representation:
1. Donna Ross (EDU) – Intercollegiate Athletic Council - faculty presidential appointee renewed May 2023
2. Magdalena Altamarino (IVC) – Library Committee - new term May 2023 Action Item 2 (informational): Below are the names of senators who are not currently represented on a committee. A&L Farid Abdel-Nour Angelo Corlett Mathias Schulze Lecturers Ajani Brown, Africana Studies, CAL James Brown, Art and Design, PSFA
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5.6 PROPOSED MISSION STATEMENT San Diego State University transforms lives and transcends borders through education, research, and enriching experiences. Our community strives to create a more equitable, compassionate, and prosperous world. Description: This mission statement was unanimously approved for submission to the University Senate by the Strategic Planning Committee. Initial drafts of this statement were produced by the Mission and Documents subcommittee and modified during a months-long iterative process with the Executive Committee. The themes embodied within this draft are informed by extensive community engagement with over 4,000 students, faculty, staff, administrators, and alumni. In addition, the statement was also informed by the experiential knowledge of committee representatives and collective sense making. Overall, the themes were distilled by the committees to address both the core mission (e.g., research, teaching and learning, enriching experiences) and emergent values (e.g., equity, compassion, prosperity) within the University. The phrase “transcends borders” alludes to both our positionality as a border institution and our commitment to overcoming boundaries that can allow for us to become a more just institution and society.
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Date: 11 November 2020 6.1 To: SEC / Senate From: D.J. Hopkins, Chair, Academic Policy and Planning Committee (AP&P) Subject: Information: AP&P meeting, Oct. 2020
AP&P met on Tuesday 27 October 2020. The committee is working to address the referral from Senate officers that asks AP&P to provide the Senate with a report on enrollment, retention, and graduation data now that the ERG Report is no longer being produced. The committee needs to establish a new internal procedure for evaluating data and sharing that evaluation. As a way of testing a new approach, at AP&P’s next meeting, the Provost will share ERG data that is already being shared with chairs and directors. AVP Brooks provided an update about the COVID-related policies the committee considered at our last meeting. The Chancellor’s Office (CO) has not approved [as of 27 Oct. 2020] a system-wide policy/exception pertaining to the number of withdrawals allowed over a career (EO 1037). [Since AP&P’s last meeting, CO has distributed a memo on the subject; AP&P chair was consulted during the development of a policy for Fall 2020, since introduced at Senate by AS President and approved.] Subcommittee presentation on the status of our draft recommendation memo for more uniform RTP experience across colleges. Brief explanation of last year’s process for new members. Discussion, feedback, and planning next steps for revision and further consultation. Provost and AVP Brooks presented a proposal to start Spring 2021 semester a week later and eliminate spring break. This would be a one-time waiver/emergency exception to policy to permit Provost’s Office to alter the calendar with the Senate’s approval due to the serious public health crisis. Discussion. AP&P offered its informal support for this proposal. AP&P was joined by AVP Stefan Hyman who shared two proposals with the committee. 1. Term credit limits. Recommendations: university-wide policy (rather than college by college) that allows students to register for up to 21 credits one week before semester begins; would require academic department approval for more than 21. Adopt for F2021. AP&P offered its informal support for this proposal. 2.Title IV compliance. Two possible solutions: Canvas analytics (though not all faculty use Canvas) or Qwickly Attendance (easier process, but not free; could be automated via ITS). Potential solutions: manual, partially automatic, fully automated. AP&P offered its informal support for this proposal, recommending continued consultative process.
INFORMATION (8I-11-20) ADMINISTRATION, REHABILITATION AND POSTSECONDARY EDUCATION 1. Change in program.
Administration, Rehabilitation and Postsecondary Education Master of Science Degree in Rehabilitation Counseling Concentration in Clinical Rehabilitation and Clinical Mental Health Counseling (Major Code: 12221) (SIMS Code: 331011) To complete the Master of Science degree in rehabilitation counseling with a
concentration in clinical mental health counseling, students must complete 60 units to include: 1. (no change) 2. (no change) 3. Additional licensed professional clinical counselor requirements (9 units): *CSP 650 Trauma and Crisis Counseling in Multicultural Community Context.....................3 (3 units required) *CSP 687 Family and Systemic Treatment of Substance
Abuse…3 (3 units required) CSP 694 Psychopharmacology for Marriage and Family Therapists and Counseling…3 (3 units required)
Remainder of description (no change) Change(s): Program units changed from 63 to 60. Additional licensed professional clinical counselor requirements reduced from 12 to nine. CSP 618 removed from program. ANTHROPOLOGY 1. Change to description and title.
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Anthropology SEM SOCIOCULTURAL ANTHROP ANTH 603. Seminar in Sociocultural Anthropology (3) Prerequisite: Classified graduate standing. Current debates, evolution, and history pertaining to the methodologies, practices, scope, and theories of sociocultural anthropology. Change(s): Description updated from History and theory in ethnology stressing the significant literature on such topics as cross-cultural comparison, structural-functional analysis and description, personality and culture, and sociocultural change to what is presented above. Title updated from Seminar in Ethnology to what is presented above. ASTRONOMY 1. Deactivation of course. Astronomy ASTR 660. Galaxies and Cosmology (3) Prerequisite: Astronomy 450. Morphology, photometric, and spectroscopic properties, dynamics, and evolution of normal galaxies. Current interpretations of peculiar galaxies and QSO’s. The extragalactic distance scale. Observational cosmology. 2. Change in program. Astronomy Specific Requirements for the Master of Science Degree (Major Code: 19111) (SIMS Code: 770501) In addition to meeting the requirements for classified graduate standing and the basic requirements for the master’s degree as described in Requirements for Master’s Degrees, the student must also meet the following departmental requirements in a 30-unit program. At least one half of the program units must be numbered 600 or above. 1. Complete the 12-unit core course curriculum (Astronomy 630, 650, 670, 680). Remainder of description (no change) Change(s): At least one half of the program units must be numbered 600 or above added to paragraph 1. ASTR 660 replaced with 670 in core curriculum.
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BUSINESS ADMINISTRATION 1. New course. Business Administration FINANCL REPORTNG & ANALYS (C-2) B A 640. Financial Reporting and Analysis (2) Prerequisite: Classified graduate standing. Financial accounting in profit-directed organizations. Concepts, frameworks, terminology, and tools used to understand and analyze the financial consequences of business activities. (Formerly numbered Business Administration 625.) 2. New course. Business Administration BUSINSS ETHCS & CORP RESP (C-2) B A 641. Business Ethics and Corporate Responsibility (1) Prerequisite: Classified graduate standing. Decision-making strategies; principles, rules, and values that ground ethical behavior in the world of business. 3. New course. Business Administration STATISTICAL ANALYSIS (C-2) B A 642. Statistical Analysis (2) Prerequisite: Classified graduate standing. Applications of statistics for problem solving and managerial decision-making. (Formerly numbered Business Administration 623.) 4. New course. Business Administration MANAGERIAL ECONOMICS (C-2) B A 643. Managerial Economics (2) Prerequisite: Classified graduate standing. Microeconomic environments of business. Assessing and forecasting impacts of economic climate, governmental policy, and of market structure on competitive strategy, operations, and pricing.
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5. New course. Business Administration OPERATNS SUPPLY CHAIN MGT (C-2) B A 644. Operations and Supply Chain Management (2) Prerequisite: Classified graduate standing. Managerial concepts and quantitative methods associated with the design, execution, and management of operations and supply chain systems. 6. New course. Business Administration MARKETING (C-2) B A 645. Marketing (1) Prerequisite: Classified graduate standing. Foundational concepts and development of marketing strategies and plans. (Formerly numbered Business Administration 627.) 7. New course. Business Administration MANAGERIAL ACCOUNTING (C-2) B A 670. Managerial Accounting (3) Prerequisite: Business Administration 640. Budgeting, cost control, job costing, overhead allocation, and reporting. (Formerly numbered Business Administration 625.) 8. New course. Business Administration LEGAL ENVIRONMNT BUSINESS (C-2) B A 671. Legal Environment of Business (2) Prerequisite: Classified graduate standing. Sources of law. Procedures and ethics associated with implementation of law. Law of torts and intellectual property. Agency and employment, business organizations, contracts and sales, negotiable instruments and banking.
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9. New course. Business Administration MANAGERIAL MARKETING (C-2) B A 672. Managerial Marketing (3) Prerequisite: Business Administration 645. Identification, understanding, and resolution of marketing issues in organizations. Theoretical and quantitative tools within a decision-making framework to inform organizational strategic directions. 10. Change to course statement and number. Business Administration B A 673. Organizational Behavior and Leadership (3) Prerequisite: Classified graduate standing. Study of individuals and groups within an organizational context. Topics include leadership, individual differences, organizational design, group processes and characteristics, organizational processes and practices; and influence of these on individual, group, and organizational effectiveness. (Formerly numbered Business Administration 624 and 651.) Change(s): B A 624 added to course statement. Number changed from 624 to 673. 11. Change to course statement, number, prerequisite. Business Administration B A 674. Financial Management (3) Prerequisite: Business Administration 640. Explore role of finance in a shareholder value based framework. Financial analysis and planning, investment, capital structure, financial markets, capital raising and capital disbursement decisions, valuation, and corporate restructuring. Not open to students with credit in Business Administration 665. (Formerly numbered Business Administration 629.) Change(s): Formerly numbered statement added to course statement. Number changed from 629 to 674. Prerequisite updated from B A 625 to 640.
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12. New course. Business Administration STRATEGIC THINKING (C-2) B A 676. Strategic Thinking (3) Prerequisites: Business Administration 672 and 674. Environmental, industry, and organization analysis; strategy formulation and implementation. Long-term multifunctional environmental and organizational managerial issues from the viewpoints of top managers. (Formerly numbered Business Administration 630.) 13. Change to description and units. Business Administration B A 795. Business Consulting (1-3) Prerequisites: Advancement to candidacy and completion of MBA core. Strategic analysis of business problems in a consulting or simulation context. Problem definition analysis and prioritization of solution mechanisms. Culminating experience for students in the M.B.A. program under Plan B. Change(s): Description updated from Strategic analysis of business problems in a consulting context. Problem definition analysis and prioritization of solution mechanisms. Preparation for comprehensive examination for students in the M.B.A. program under Plan B to what is presented above. Units changed from static three units to variable 1-3 units. LINGUISTICS 1. New course. Linguistics ADV RESEARCH PRACTICUM (C-25) LING 797. Advanced Research Practicum (1-3) Cr/NC Prerequisite: Approval of graduate adviser. Participation in a specific research activity under faculty supervision. Maximum combined credit of three units of Linguistics 597 and 797. MANAGEMENT INFORMATION SYSTEMS
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1. Change to title. Management Information Systems CULMINATNG EXPERIENCE MIS MIS 790. Culminating Experience in MIS (3) Cr/NC Prerequisite: Advancement to candidacy. Preparation for the comprehensive examination for students. Change(s): Title updated from Directed Readings in Management Information Systems to what is presented above. MUSIC 1. Reinstatement of course. Music SEM:PROFESS PREP ACADEMIA () MUSIC 691. Seminar in Professional Preparation for Academia (3) Prerequisite: Music 690. Professional music activities in academia. Prepare music graduate students for careers in higher education. Teaching and professional growth to include professional activities, ethics, professionalism, teaching practices, academic presentation, and publishing as related to discipline of music. Change(s): Course was reinstated. PHYSICAL THERAPY 1. Change to course hours description and staffing formula. Physical Therapy (C-4 two units; C-16 two units) DPT 821. Musculoskeletal Therapeutics II (4) Two lectures and six hours of laboratory. Prerequisite: Doctor of Physical Therapy 820. Clinical principles and concepts for management of orthopedic, sports, and industrial injuries. Change(s): Course hours description updated from Three lectures and three hours of laboratory to what is presented above. Staffing formula updated from C-4 three units; C-16 one unit to what is presented above.
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POLITICAL SCIENCE 1. Change in program. Political Science Specific Requirements for the Master of Arts Degree (Major Code: 22071) In addition to meeting the requirements for classified graduate standing and the basic requirements for the master’s degree as described in Requirements for Master’s Degrees, the student will complete a program of study of 30 units of upper division and graduate courses as approved by the departmental graduate adviser. The program must include a minimum of 24 units in political science selected from courses listed below as acceptable for master’s degree programs. Political Science 615 and 616 and at least 18 units in 600- and 700-numbered courses, including Political Science 601, are required. Students who have previously completed Political Science 615 or 616, or the equivalent as determined by the graduate adviser, will enroll in such additional courses in political science as approved by the graduate adviser. Paragraph 2 (no change) Specific requirements for students selecting the general political science specialization (SIMS Code: 115501) are: 1. POL S 615 Seminar in Research Design and Analysis in Political Science…3 AND POL S 616 Tools for Quantitative Analysis…3 (or equivalent) Remainder of description (no change) Change(s): POL S 516 replaced with 616. 2. Change in program. Political Science Specific requirements for students selecting the specialization in public policy (SIMS Code: 115560) are: 1. POL S 615 Seminar in Research Design and Analysis in Political Science…3 AND POL S 616 Tools for Quantitative Analysis…3 (or equivalent) Remainder of description (no change) Change(s): POL S 516 replaced with 616.
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3. Change in program. Political Science Specific requirements for students selecting the international relations/comparative politics specialization (SIMS Code: 115551) are: 1. POL S 615 Seminar in Research Design and Analysis in Political Science…3 AND POL S 616 Tools for Quantitative Analysis…3 (or equivalent) Remainder of description (no change) Change(s): POL S 516 replaced with 616. TELEVISION, FILM AND NEW MEDIA PRODUCTION 1. Change to course hours description, description, repeatability, staffing formula, units. Television, Film and New Media Production (C-4 1-3 units) TFM 627. Film Editing and Postproduction (1-3) Prerequisite: Graduate standing. Theory and practice of film editing to include color grading, digital post-production workflow, sound and picture cutting. Maximum credit four units. Change(s): One lecture and four hours of activity removed from course hours description. Maximum credit four units added to description. Repeatable for credit field changed from no to yes. Two units C-12 removed. Units changed from static three units to variable 1-3. Report prepared and respectfully submitted by Curriculum Services on behalf of the Graduate Curriculum Committee.
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To: Senate Executive Committee/Senate 6.2 (b)
From: Graduate Council
Date: November 5, 2020
Re: 2021-2022 General Catalog and Graduate Bulletin ______________________________________________________________________________
INFORMATION (8I-11-20.500) ACCOUNTANCY 1. Change to course statement, number, prerequisite. Accountancy
ACCTG 530. Ethics in Accounting (3) Prerequisite: Accountancy 331 or 620. Ethical reasoning and implications for accounting professionals; ethical decision
process and professional judgment; professional codes of conduct from the AICPA, IMA, IIA, etc.; the professional accountant’s role in corporate governance and ethical management; audit responsibilities and fraud, including legal and regulatory obligations; current ethical issues facing the accounting profession. (Formerly numbered Accountancy 630.) Change(s): Formerly numbered Accountancy 630 added to course statement filed. Number changed from 630 to 530. ACCTG 331 added as prerequisite option. ELECTRICAL ENGINEERING 1. Deactivation of course.
Electrical Engineering E E 540L. Microwave Design and Measurements Laboratory (1) Three hours of laboratory. Prerequisites: Credit or concurrent registration in Electrical Engineering 430L and
540. Microwave measurement equipment, simulation tools for designing microwave
components, vector network analyzer calibration, design and measurement of planar microwave components, and a design project.
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JOURNALISM AND MEDIA STUDIES 1. Reinstatement of course.
Journalism and Media Studies JMS 547. Advanced Topics in Media Studies (3) Prerequisites: Journalism and Media Studies 408 with a grade of C (2.0) or
better. Admission to media studies emphasis, Major Code: 15060. Reading, investigation, and research in a specialized topic in media studies. May be
repeated with new content. Maximum credit six units. SOCIOLOGY 1. Reinstatement of course.
Sociology SOC 531. Working and Society (3) Prerequisite: Sociology 101. Structure and change in labor force, nationally and internationally. Social drama of
work: self, roles, conflict, subcultures. Includes exploration of student work experiences, workers in the community, literacy, and film depictions of work worlds. SPECIAL EDUCATION 1. Change to course statement, description, number, prerequisite, title. Special Education ASSESSMENT STUDENTS W/ESN
SPED 535. Assessment for Students with Extensive Support Needs (3) Prerequisites: Admission to credential program. Special Education 450 with a grade
of C (2.0) or better. Models of assessment emphasizing observation and interviewing, performance-based
approaches, transdisciplinary teaming, family-professional collaboration, and adaptations for specific disabilities, cultural, and linguistic diversity for students with extensive support needs. Communicating and using assessment data for individualized program planning. (Formerly numbered Special Education 635.) Change(s): Formerly numbered statement added to course statement field. For students with extensive support needs added to description. Number updated to 535 from 635. SPED 450 added as prerequisite. Title updated from Assessment: Early Childhood Special Education and Moderate/Severe Disabilities to what is presented above.
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2. Change to course statement, description, number, prerequisite. Special Education
SPED 547. Special Education Adaptations of Basic Skills Instruction (3) Prerequisites: Admission to credential program. Special Education 450 with a grade
of C (2.0) or better. Language arts and development, mathematics, and reading for students with
disabilities. Ability, cultural, and linguistic differences. (Formerly numbered Special Education 647.) Change(s): Formerly numbered statement added to course statement field. Description updated from Adaptations in curriculum and instruction in language development, reading, language arts, and mathematics for students with disabilities. Current research and practices related to linguistic, cultural, and ability differences to what is presented above. Number changed to 647 from 547. Prerequisites updated from Admission to credential program and concurrent registration in Special Education 970 to what is presented above. 3. Change to course statement, number, prerequisite, units. Special Education
SPED 548. Advanced Special Education Adaptations (2-3) Prerequisite: Special Education 547. Advanced adaptations in curriculum and instruction in content areas, study skills,
organizational strategies, and social and transition skills. English-as-a-second language approaches for students with disabilities. Research and practices related to linguistic, cultural, and ability differences. (Formerly numbered Special Education 648.) Change(s): Formerly numbered statement added to course statement field. Number updated to 548 from 648. SPED 647 changed to 547 and SPED 980 removed in prerequisite field. Units changed from three static units to variable 2-3 units. 4. Change to course statement, description, number, prerequisite, units. Special Education
SPED 557. Facilitating Transition Across Environments in Special Education (2) Prerequisites: Admission to credential program. Special Education 450 with a grade
of C (2.0) or better. School to adult life transitions for individuals with disabilities. Whole student
approaches to include community experiences, employment preferences, friends and extended family, home and school life, and postsecondary goals. (Formerly numbered Special Education 657.)
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Change(s): Formerly numbered statement added to course statement field. Number updated to 557 from 657. Description updated from Facilitating transition for individuals with disabilities across activities, instructors, and settings including transition to employment. Instructional planning, assessment, and transition from school to work including postsecondary education to what is presented above. Prerequisites added. Units decreased to two from three. STATISTICS 1. New course. Statistics MATH STATS DATA SCIENCE (C-4)
STAT 556. Mathematical Statistics for Data Science (3) (Offered only through SDSU Global Campus) Prerequisite: Mathematics 254. Statistical inference in data science applications. Evaluating statistical models, fitting
probability distributions, limit theorems, probability concepts, properties of probability models and statistical estimators and inferences, sampling distributions.
Report prepared and respectfully submitted by Curriculum Services on behalf of the Graduate and Undergraduate Curriculum Committees.
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TO: SEC/University Senate 6.3 FROM: Adrienne D. Vargas, Vice President, University Relations and Development
DATE: November 17, 2020
RE: Information Philanthropy Report: Mr. Tom Malley and Dr. Elaine Yi-Ling Weng contributed $102,120 to support the Michael and Donna Malley Endowed Scholarship in the College of Sciences. Price Philanthropies Foundation made a gift of $50,000 to support the Guardian Scholars Housing Fund in the Division of Student Affairs and Campus Diversity. ARCS Foundation contributed $46,250 to support the ARCS Foundation Inc. Scholarship in the College of Sciences. 3M Company made a gift of $25,000 to support the 3M Frontline Professional Selling and Sales Management Program in the Fowler College of Business. An anonymous donor contributed $25,000 to support the Healthy Early Years & Joyner Elementary Partnership in the College of Education. Qualcomm Foundation contributed $45,000 to support the M.E.P. Scholarship Program, Student Chapter/ Society of Hispanic Professors in Engineering, Student Chapter/National Society of Black Engineers and the Mesa Engineering Fund in the College of Engineering. Northrop Grumman Foundation made a gift of $83,150 to support various programs including the Economic Crisis Response Team, Associated Students, College of Engineering and College of Sciences. Dexcom contributed $15,000 to support the Mechanical Engineering Fund in the College of Engineering. SD Kiwanis Club Foundation made a gift of $12,000 to support the Kiwanis Club Scholarship. Board Member and Alumni R. Michael and Christine Pack made a gift of $30,500 to support the 4+1 International Business MA Program, the Michael and Christine Pack International Business Endowed Scholarship, and the International Business Programs Fund in the College of Arts and Letters. Daniel Haiming Chang and Cai Li Chang made a gift of $10,000 to support the GATE Center for Electric Drive Transportation in the College of Engineering.
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Staff Member Tom McCarron and Virginia McCarron contributed $10,000 to support the McCarron Exemplary Service Endowed Scholarship in Associated Students. Alumni Gerald and Janet Mulder contributed $10,000 to support the Stadium Excellence Fund in the Department of Athletics. Alumni Kevin and Nicole Korb committed to a planned gift of $691,384 to support the Fowler College of Business. Past Parents James and Sherri Summers committed to a pledge of $60,000 to support the Stadium Excellence Fund in the Department of Athletics. Bill Pollan made a pledge of $30,000 to support the Stadium Excellence Fund in the Department of Athletics. Daren Lipinsky pledged $30,000 to support the Stadium Excellence Fund in the Department of Athletics. Kevin and MaryLynn Boner made a pledge of $30,000 to support the Stadium Excellence Fund in the Department of Athletics. Passion Planner, LLC contributed a gift in kind of $105,000 of journals for students. Alumni Gordon and Leigh Boerner pledged $15,000 to support the Stadium Excellence Fund in the Department of Athletics. Alumnus and Past Parents Kurt and Jackie Cecconi pledged $15,000 to support the Stadium Excellence Fund in the Department of Athletics. Alumnus William and Violet Callegari pledged $13,500 to support the Stadium Excellence Fund in the Department of Athletics. Alumnus Douglas Clevenger and Alumna Attended Carol Clevenger pledged $13,500 to support the Stadium Excellence Fund in the Department of Athletics. Alumnus Paul Stuverud committed to a pledge of $50,000 to support the Paul Stuverud MESA Scholarship Endowment in the College of Engineering. Alumna Leslie Wellman and Michael Wellman committed to a pledge of $50,000 to support the Leslie Kim Wellman Endowed Scholarship in the Fowler College of Business. Fiske Family Foundation made a pledge of $50,000 to support the Fiske Pre-Law Endowment in the College of Arts and Letters.
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Alumnus and Current Parents Peter and Diane Elia pledged $25,000 to support the Men’s Basketball Excellence Fund in the Department of Athletics. Staff Member Agnes Wong Nickerson and Owen Murdoch committed to a $25,000 pledge to support the Agnes Wong Nickerson and Owen Murdoch Endowed Scholarship in the Fowler College of Business. Reilly Financial Advisors committed to a pledge of $12,500 to support the Fowler College of Business. Alumnus Stephen Coslik and Gene Pumphrey committed to a pledge of $10,000 to support the Men’s Basketball Excellence Fund in the Department of Athletics. Presidential & Special Events: President de la Torre and Vice President Vargas hosted The Campanile Foundation Annual Dinner on Thursday, October 29. Nearly 100 former and current TCF board members and their guests attended this virtual event and enjoyed food and beverages that had been delivered to their homes earlier in the day. The create theme of “The Show Must Go On” was woven into every element of the event – from start to finish. We featured a Mime (SDSU alumnus) who worked in tandem with our emcee when introducing the speakers and carried out the theme throughout the program. The program focused on the positive attributes that make SDSU great – thanks to the dedication and vision of our former and current board members. The event was emceed by Seth Mallios, (Professor of Anthropology; University History Curator; and fellow TCF board member). Featured speakers included President de la Torre, Vice President Vargas, AS President Christian Holt and TCF Board Chair, Jerry Sanders. The Zoom platform was used and guests had the option to participate on or off-screen with the majority of participants electing to be on-screen. There was a 15-minute pre-show that featured the Mime and photos submitted through the virtual photo booth. The program was approximately 35-minutes long and included campus updates and favorite SDSU memories that were submitted by our guests. The post-show consisted of informal conversation among the guests. In an effort to create enthusiasm for the event and to de-rail Zoom fatigue, guests were sent several themed reminders leading up to the event such as animal crackers and vintage animal masks. Nearly 100% of everyone who RSVP’d attended with the exception of one person. Post-event response was extremely favorable. Vice President Vargas sent a post-event appreciation email to all 113 invited guests and included a link to the program video and virtual photo booth. As a result, there were 77 unique opens to the email (47 were guests who attended the event; 30 did not attend the event). There were 52 clicks on the two links by both attendees and non-attendees.
